The 2010 Legislature passed Substitute House Bill 2801, a Washington State law which prohibits harassment, intimidation,
or bullying (HIB) in our schools.

RCW 28A.300.285 defines harassment, intimidation
or bullying as any intentionally written message or image—including those that are electronically transmitted—verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:

Physically harms a student or damages the student’s property.

Has the effect of substantially interfering with a student’s education.

Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment.

Has the effect of substantially disrupting the orderly operation of the school.

Schools are required to take action if students report they are being bullied. Since August 2011, each school district has been required to adopt the model Washington anti-bullying policy and procedure.

The Washington State legislature has established the Anti-HIB Work Group to help maintain focus and attention on, and to monitor progress of implementation of harassment, intimidation and bullying (HIB) prevention and intervention efforts. Follow the link for information on the Work Group information and meetings.

Washington State legislation speaks to harassment, intimidation and bullying. That definition, as well as definitions for each of the related terms, is given here.

Harassment, Intimidation, and Bullying in Washington:
“Harassment, intimidation, or bullying” means any intentionally written message or image—including those that are electronically transmitted—verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:

Physically harms a student or damages the student’s property or

Has the effect of substantially interfering with a student’s education or

Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment or

Has the effect of substantially disrupting the orderly operation of the school.

Within that definition:Bullying – negative actions which are intentional, repeated, negative, show a lack of empathy, and a power imbalance

Olweus Bullying Prevention Program: A person is being bullied when he/she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons. Negative action is when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways. Note that bullying is both overt and covert behaviors.

Center for Disease Control defines bullying as any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. A young person can be a perpetrator, a victim, or both (also known as "bully/victim").
Bullying can occur in-person and through technology. Electronic aggression or cyber-bullying is bullying that happens through email, chat rooms, instant message, a website, text message, or social media.

Stopbullying.gov: Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.

In order to be considered bullying, the behavior must be aggressive and include:

An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people

Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Harassment - any malicious act, which causes harm to any person's physical or mental well being – WAC 495A121-011

Discriminatory harassment does not have to include intent to harm, be directed at a specific target, or involve repeated incidents. Equity Book: p.32Malicious harassment – threat to harm (often based on protected category) Sexual harassment - unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct directed at person because of his/her sex where:
(a) Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's academic standing or employment; or
(b) Submission to or rejection of such conduct by an individual is used as the basis for academic decisions or employment affecting such individual; or
(c) Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or learning environment. WAC 495A-121-011

Hazing - any method of initiation into a student organization or living group… that causes, or is likely to cause bodily danger or physical harm, or serious mental or emotional harm...

Incidents of of unresolved, severe, or persistent harassment, intimidation, or bullying which are reported to school or district staff require an investigation. Investigation guidance is provided here.

The following is a limited list of laws and policies. It is not exhaustive, but rather identified several of laws and policies which are pertinent to cyberbullying and digital/Internet safety. Please check with state and local agencies for laws and policies in your area.State by State:

Substitute House Bill 2801 called for OSPI to create a model policy and procedures on harassment, intimidation and bullying. OSPI submitted the following policy and procedure to the Legislature on December 1, 2010. Districts were required to adopt or amend their policy and procedures to, at a minimum, incorporate these models by August 1, 2011:

Stopbullying.gov: provides information from various government agencies on bullying, cyberbullying, who is at risk, and how to prevent and respond to bullying.

Committee for Children: Provides many resources for bullying prevention. This site can guide the selection of a bullying prevention program by the bullying prevention committee.

Cyberbullying Research Center: The Center provides up-to-date information about the nature, extent, causes, and consequences of cyberbullying among adolescents.

Girls Study Group:
(2008) Understanding and Responding to Girls' Delinquency (PDF): An examination from the U.S. Department of Justice on the involvement of girls in violent activity and the contexts in which girls engage in violent behavior.

International Bullying Prevention Association: The IBPA supports and enhances quality research based bullying prevention principles and practices to achieve a safe school climate, healthy work environment, good citizenship and civic responsibility.

The Office of the Education Ombudsman provides assistance to resolve complaints, disputes, and problems between families and elementary and secondary public schools in all areas that affect student learning.

All the resources listed throughout this site are available to families. Families may be especially interested in using the
Sample HIB Incident Reporting Form, and the Harassment, Intimidation or Bullying – Targeted Student Safety Plan Template. They may also want to check the list of
Compliance Officers for their district’s HIB contact person.

The following is a list of additional resources and sites specifically for parents and families.

The planning tools provided here are meant to help districts and schools identify curriculum and best practices to address harassment, intimidation and bullying, improve school climate, create respectful learning environments, and train staff and students in de-escalation and intervention techniques.

Although they can be used separately and independently, a suggested sequence of use is:

Peaceful Playgrounds: The purpose is to introduce children and school staff to the many choices of activities available on playgrounds and field areas

Positive Behavioral Interventions and Supports: A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

Project Adventure: The Peaceable Playground Program was developed by Project Adventure to address aggressive play at recess.

Rachel’s Challenge: A series of student empowering programs and strategies that equip students and adults to combat bullying and ally feelings of isolation and despair.

Safe & Civil Schools: A series of materials and services that schools and districts can use to implement Positive Behavior Support solutions.

The following PowerPoint presentations are provided to assist districts with the harassment, intimidation and bullying training requirements of RCW 28A.300.285. Several of the materials in other sections of this Toolkit can also be used to supplement trainings.